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Research in education policymaking and politics has consistently examined how knowledge and expertise shape the future trajectories of education. Key questions in this field focus on the mechanisms through which global reform initiatives transition, transfer, and are translated from the international sphere to national contexts and the roles of governmental entities and state actors throughout such processes. This project examines on ongoing educational reform efforts in Finland's comprehensive education system, namely the futures work of comprehensive schools during the 2024–2025 period and its implications. The research project also investigates the connection between the OECD's 'The PISA High Performing Systems for Tomorrow Framework: Education for Human Flourishing' initiative and the forthcoming future vision for Finnish education.

This project aims to clarify how national educational policy reform initiatives are co-created in the interplay among various national and international actors. The study utilises diverse data sources, including expert interviews, policy documents, observational data, and recorded webinars. Grounded in the understanding that educational policy decision-making is inherently a multi-level phenomenon, this research recognises that local, national, and international reform ideas, along with associated expertise, values, and political agendas, are interwoven through a complex and multi-sited negotiation process.